國立高雄大學圖資館 |

Language: English

Back

Discourse analytic perspectives on S...

Hansen-Thomas, Holly.

Discourse analytic perspectives on STEM educationexploring interaction and learning in the multilingual classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Discourse analytic perspectives on STEM educationedited by Juliet Langman, Holly Hansen-Thomas.
Reminder of title:	exploring interaction and learning in the multilingual classroom /
other author:	Langman, Juliet.
Published:	Cham :Springer International Publishing :2017.
Description:	x, 215 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Discourse analysis.
Online resource:	http://dx.doi.org/10.1007/978-3-319-55116-6
ISBN:	9783319551166$q(electronic bk.)

Discourse analytic perspectives on STEM educationexploring interaction and learning in the multilingual classroom /
Discourse analytic perspectives on STEM educationexploring interaction and learning in the multilingual classroom /[electronic resource] :edited by Juliet Langman, Holly Hansen-Thomas. - Cham :Springer International Publishing :2017. - x, 215 p. :ill., digital ;24 cm. - Educational linguistics,v.321572-0292 ;. - Educational linguistics ;v.15..

This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students' appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.

ISBN: 9783319551166$q(electronic bk.)

Standard No.: 10.1007/978-3-319-55116-6doiSubjects--Topical Terms:

176950
Discourse analysis.

LC Class. No.: LB1585.3 / .D57 2017

Dewey Class. No.: 372.35044

Discourse analytic perspectives on STEM educationexploring interaction and learning in the multilingual classroom /
LDR:02137nmm a2200313 a 4500 001 515148
003 DE-He213
005 20170523144644.0
006 m d
007 cr nn 008maaau
008 180126s2017 gw s 0 eng d
020 $a 9783319551166$q(electronic bk.)
020 $a 9783319551159$q(paper)
024 7 $a 10.1007/978-3-319-55116-6 $2 doi
035 $a 978-3-319-55116-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1585.3 $b .D57 2017
072 7 $a CJ $2 bicssc
072 7 $a EDU018000 $2 bisacsh
082 0 4 $a 372.35044 $2 23
090 $a LB1585.3 $b .D611 2017
245 0 0 $a Discourse analytic perspectives on STEM education $h [electronic resource] : $b exploring interaction and learning in the multilingual classroom / $c edited by Juliet Langman, Holly Hansen-Thomas.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2017.
300 $a x, 215 p. : $b ill., digital ; $c 24 cm.
490 1 $a Educational linguistics, $x 1572-0292 ; $v v.32
520 $a This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students' appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.
650 0 $a Discourse analysis. $3 176950
650 0 $a Engineering $x Study and teaching (Elementary) $z United States. $3 785440
650 0 $a Mathematics $x Study and teaching (Elementary) $z United States. $3 299553
650 0 $a Multilingual education. $3 677288
650 0 $a Science $x Study and teaching (Elementary) $z United States. $3 296486
650 0 $a Technology $x Study and teaching (Elementary) $z United States. $3 785441
650 1 4 $a Education. $3 177995
650 2 4 $a Language Education. $3 274696
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Learning & Instruction. $3 274699
650 2 4 $a Applied Linguistics. $3 274695
700 1 $a Langman, Juliet. $3 785438
700 1 $a Hansen-Thomas, Holly. $3 785439
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Educational linguistics ; $v v.15. $3 561303
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-55116-6
950 $a Education (Springer-41171)